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Thursday, April 28, 2016

What adult skills should every 18-year old have? A former Stanford dean explains


Nurturing our children to be independent emotionally as well as practically as they grow to be teenagers is not an easy task.

As tweens become teens, it is only a few years before they need to be able to navigate college life on their own.  This post by a former Stanford dean is worth pasting in full from this link:

https://www.quora.com/What-are-the-skills-every-18-year-old-needs/answer/Julie-Lythcott-Haims

It was also reposted recently here:

http://qz.com/644491/a-stanford-dean-on-adult-skills-every-18-year-old-should-have/

I think these life skills should be partially in place by middle school age, so this list should be a basis for family discussions :)  So maybe these are skills every 13 to 16 year olds should start to hone.

Julie Lythcott-Haims
Julie Lythcott-HaimsAuthor, NYT bestseller How to Raise an Adult; former Stanford dean; podcast host
28.9k Views • Answer featured in The Huffington Post and 3 more.



1. An 18-year-old must be able to talk to strangers — faculty, deans, advisers, landlords, store clerks, human resource managers, coworkers, bank tellers, health care providers, bus drivers, mechanics—in the real world.
The crutch: We teach kids not to talk to strangers instead of teaching the more nuanced skill of how to discern the few bad strangers from the mostly good ones. Thus, kids end up not knowing how to approach strangers — respectfully and with eye contact — for the help, guidance, and direction they will need out in the world.
2. An 18-year-old must be able to find his way around a campus, the town in which her summer internship is located, or the city where he is working or studying abroad.
The crutch: We drive or accompany our children everywhere, even when a bus, their bicycle, or their own feet could get them there; thus, kids don't know the route for getting from here to there, how to cope with transportation options and snafus, when and how to fill the car with gas, or how to make and execute transportation plans.
3. An eighteen-year-old must be able to manage his assignments, workload, and deadlines.
The crutch: We remind kids when their homework is due and when to do it— sometimes helping them do it, sometimes doing it for them; thus, kids don't know how to prioritize tasks, manage workload, or meet deadlines, without regular reminders.
4. An 18-year-old must be able to contribute to the running of a house hold.
The crutch: We don't ask them to help much around the house because the checklisted childhood leaves little time in the day for anything aside from academic and extracurricular work; thus, kids don't know how to look after their own needs, respect the needs of others, or do their fair share for the good of the whole.
5. An 18-year-old must be able to handle interpersonal problems.
The crutch: We step in to solve misunderstandings and soothe hurt feelings for them; thus, kids don't know how to cope with and resolve conflicts without our intervention.
6. An 18-year-old must be able to cope with ups and downs of courses and workloads, college- level work, competition, tough teachers, bosses, and others.
The crutch: We step in when things get hard, finish the task, extend the deadline, and talk to the adults; thus, kids don't know that in the normal course of life things won't always go their way, and that they'll be okay regardless.
7. An 18-year-old must be able to earn and manage money.
The crutch: They don't hold part-time jobs; they receive money from us for what ever they want or need; thus, kids don't develop a sense of responsibility for completing job tasks, accountability to a boss who doesn't inherently love them, or an appreciation for the cost of things and how to manage money.
8. An 18-year-old must be able to take risks.
The crutch: We've laid out their entire path for them and have avoided all pitfalls or prevented all stumbles for them; thus, kids don't develop the wise understanding that success comes only after trying and failing and trying again (a.k.a. "grit") or the thick skin (a.k.a. "resilience") that comes from coping when things have gone wrong.
Remember: our kids must be able to do all of these things without resorting to calling a parent on the phone. If they're calling us to ask how, they do not have the life skill.
[Originally appeared in my book How to Raise an Adult: Break Free of the Overparenting Trap and Prepare Your Kid for Success (Henry Holt & Co., 2015)]

Thursday, April 14, 2016

Free event on the Gifted Brain: A Window to Understanding the Physiology of Giftedness April 23 - RSVP needed


It is good to be back in Los Angeles and re-start this blog for all families who need more and better brain food :)  This April 23, 2016, event is free if you make a reservation and specify if you are attending the event at 10.30am in Pasadena or at 3pm in Culver City.   We will be at the Culver City event if anyone wishes to meet.  Don't forget to email your intention to attend to admin@gro-gifted.org as soon as possible and receive venue details.





Two chances in one day: South Pasadena @ 10:30 a.m. or Culver City @ 3:00 p.m.
Come hear the founders of Gifted Research & Outreach talk about the physiological differences in the gifted brain. The GRO team is very excited to share the results of the first phase of its research journey. Neuroscience research supports the belief that gifted individuals have increased intellectual, emotional, sensory and motor processing capacity. GRO’s presentation will summarize the known differences in gifted brain physiology and activity and explore how those differences might explain gifted intensities and behavior. This presentation is a must-see for those seeking possible scientific explanations for the traits they see in their children. The presenters will also give the audience a sneak peek at the results of a literature review on genetics, hypoglycemia and gastrointestinal sensitivities as well as what it has planned for the future. The entire GRO team will be present and there will be plenty of time for questions and answers. Here is a link to the summary article of GRO’s initial literature review of the neuroanatomical and physiological differences in the gifted brain:

This event if free, however it is important that you reserve a space. For reservations and directions, please e-mail admin@gro-gifted.org and indicate whether you wish to attend the morning (South Pasadena) or afternoon (Culver City) event.

https://www.gro-gifted.org/event/the-gifted-brain-a-window-to-understanding-the-physiology-of-giftedness/